A Review of Research on Intercultural Learning through Computer-Based Digital Technologies
A Review of Research on Intercultural Learning through Computer-Based Digital Technologies
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基于计算机数字技术的跨文化学习研究综述
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
E. Çiftçi
中科院分区：
文献类型：
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作者：
E. Çiftçi
作为全球化世界的间接结果之一，文化间的互动和交流已开始在我们的日常生活中占据重要地位。各国人民和各种文化之间的这种相互联系是如此明显，以至于现在有人声称，"国际关系成为明天良好运作的基础。（Schenker，2012，p. 449）。随着全球发展对现代社会功能的影响，拥有全球通信网络和发展跨文化交际能力（ICC）已成为当今教育系统的目标之一（Alptekin，2002; Thorne，2003）。因此，ICC作为学校语言教学的一部分得到了大力支持，因为它使人们能够与来自其他文化的人成功地进行沟通和谈判（拜拉姆，1997年; 2000年）。虽然尚未就国际商会的定义达成一致意见，但似乎就其主要目标达成了普遍共识（Deardorff，2006年; O'Dowd，2003年）。拜拉姆（1997）的跨文化交际模式涵盖了态度、知识、解释和联系技能、发现和互动技能以及批判意识等方面，是目前文献中最常提及的跨文化交际模式。在他的ICC模式中，目的是超越表面的跨文化事实交流，发展深入的跨文化学习。该模式建议人们保持开放的心态，反思文化的相似性和差异，并减少他们的种族中心主义。发展这种跨文化能力似乎是一项具有挑战性的任务，但对于成为全球世界的一部分是必要的（Talkington，Lengel，&拜拉姆，2004）。因此，外语或其他相关领域的教师需要找到将跨文化能力纳入其课程的合理方法。此外，文化知识本身可能并不先于跨文化能力（班尼特，2009;佩里&索斯韦尔，2011; Talkington，Lengel，&拜拉姆，2004），所以对文化的批判性检查是超越简单的事实和文化知识的必要条件，这是通过与来自其他文化的人的互动来实现的。在帮助每个学生培养跨文化能力方面，计算机媒介交流和远程协作项目为学生提供了与来自不同文化的人交流的机会（贝尔茨和索恩，2006年;克恩，2006年;李，2009年;穆勒-哈特曼，2000年;奥多德，2007年）。事实上，由于其在跨文化接触方面的实践性质，文化研究已经开始变得更加重要。然而，现有的研究强调缺乏对技术导向的跨文化学习环境的研究（Jin & Erben，2007; Lee & Markey，2014; O'Dowd，2007;佩里& Southwell，2011）。佩里和索斯韦尔（2011）在他们对跨文化模式和方法的回顾中特别指出，目前还没有关于通过数字技术发展跨文化能力的深入研究，因此，他们认为，该领域需要进一步研究。据我所知，也没有关于这个问题的审查研究。因此，本综述研究旨在填补目前跨文化学习研究的空白，通过计算机为基础的技术的使用，以标记在该领域的普遍问题。因此，这些主要问题寻求答案，在本审查研究：* 什么样的技术被用于跨文化研究？* 参与者的类型和背景是什么？* 研究进行了多长时间？* 在跨文化学习方面有哪些主要发现？* 数字技术在促进跨文化学习方面的效果如何？* 是否有任何潜在的差距和进一步研究方向的建议？研究方法在这个以技术为导向的跨文化领域中，利用定量和定性范式的不同探究风格使得定量和定性研究的定性综合更为合适（Baran，2014; Suri & Clarke，2009）。…
Introduction Intercultural interactions and exchanges have started to gain an important place in our everyday life as one of the indirect results of our globalizing world. This state of interconnectedness among people and cultures has been so apparent that it is claimed nowadays that "international relations become the basis for a well-functioning tomorrow." (Schenker, 2012, p. 449). In line with the impact of global developments on functioning of modern societies, having global communication networks and developing an intercultural communicative competence (ICC) have become one of the aims of today's educational systems (Alptekin, 2002; Thorne, 2003). Thus, ICC is strongly supported as a part of language instruction in schools as it enables people to communicate and negotiate successfully with people from other cultures (Byram, 1997; 2000). Although no agreement has been established on the definition of ICC, there seems a general agreement on its key goals (Deardorff, 2006; O'Dowd, 2003). Byram's (1997) ICC model, which is the most commonly referred one in the literature, covers attitudes, knowledge, skills of interpreting and relating, skills of discovery and interaction, and critical awareness. Within his ICC model, the aim is to go beyond superficial intercultural fact exchanges and to develop a deep intercultural learning. The model suggests people to be open-minded, reflective on cultural similarities and differences, and to reduce their ethnocentrism. Developing this intercultural competence seems as a challenging task but is necessary to be a part of the global world (Talkington, Lengel, & Byram, 2004). Teachers of foreign languages or of other relevant fields therefore need to find sound ways to integrate intercultural competence into their courses. Moreover, cultural knowledge alone may not precede intercultural competence (Bennett, 2009; Perry & Southwell, 2011; Talkington, Lengel, & Byram, 2004), so a critical examination of cultures is a must to go beyond simple facts and knowledge about cultures, which is possible through interactions with people from other cultures. With respect to helping every student to develop an intercultural competence, computer-mediated communication (CMC) and telecollaborative projects provide environments for students to have an opportunity to communicate with people from diverse cultures (Belz & Thorne, 2006; Kern, 2006; Lee, 2009; Muller-Hartmann, 2000; O'Dowd, 2007). Telecollaboration studies in fact have started to gain more importance due to their practical nature in terms of intercultural contacts. However, existing studies stress a lack of research in technology-oriented intercultural learning environments (Jin & Erben, 2007; Lee & Markey, 2014; O'Dowd, 2007; Perry & Southwell, 2011). Perry and Southwell (2011) especially state, in their review of intercultural models and approaches, that there is no thorough research on the development of intercultural competence via digital technologies, so, according to them, the area needs further research. To my best knowledge, there is no review research on this issue as well. Thus, this review study aims to fill a gap in the current research in intercultural learning through computer-based technology use in order to mark prevalent issues in the field. These major questions therefore seek for answers in this review study: * What kinds of technologies were used in intercultural studies? * What type of participants and contexts were involved? * How long did the studies take place? * What were the major findings in terms of intercultural learning? * How effective were digital technologies to promote intercultural learning? * Are there any potential gaps and suggestions for further research directions? Research methods Different inquiry styles utilizing quantitative and qualitative paradigms in this technology-oriented intercultural field made it more appropriate to have a qualitative synthesis of quantitative and qualitative research (Baran, 2014; Suri & Clarke, 2009). …
英语语言教育中的跨文化远程教育交流。
DOI：
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发表时间：
2004
期刊：
Issues concerning International Distance Educational Exchange in Multi-cultural Society: Reports on Research Outcomes and Open Workshops, NIME Research Report 50
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作者：
Sakahara;Shigeru;Review: Nishiyama;Yuji;Masako Sasaki
通讯作者：
Masako Sasaki
DOI：
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发表时间：
2017
期刊：
影响因子：
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作者：
Matsumoto;Kahoko
通讯作者：
Kahoko